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New Study Concludes Math Gender Gap Is Cultural, Not Biological
New submitter germansausage writes "A new study was published today in Notices of the American Mathematical Society, looking at data from 86 countries, to test the 'greater male variability hypothesis' as the primary reason for the scarcity of outstanding women mathematicians. It concludes that cultural and not biological factors are the chief causes (PDF) of the gap in math skills between men and women."
Wearing skirts is also cultural, not biological
I have seen an interesting counter argument to this.
It states that females are biologically equal to males in maths abilities, but superior to men in language ability. It this is true, men would tend to crowd into math heavy fields (Since they have a natural advantage there) while females would be more widely spread out.
Which is not exactly true. In rich worlds 80% of woman pile into 10 of the 120 job categories (Medicine, teaching, public service) while men are more evenly spread out.
I worked on a grant looking at math skills and correlating with language, gender, age, and other factors amongst three population groups (white, hispanic, and navaho). We followed a group of third graders through the fifth grade, and a group of sixth graders through the eighth grade. Very interesting stuff, and at least in my corner of the US it was very obvious that as students moved on in school they liked math less, felt it had less value, and also performed worse on the tests. In the third grade group almost everyone believed that math was important, that they would use it in their jobs, and stated that they liked math. By the eighth grade only a few still felt this way, and of those almost all were boys. I was the programmer, created the test instruments, database for the results, etc, so I never saw the entire set of results, but heard that the young cohort pretty much proved that there was very little gender or cultural bias against math aside from poverty (which interestingly seemed to indicate a dislike of it).
Girl's toys: Plastic tits and the phrase "Math class is tough!"
I still haven't figured out whether dysfunctional society caused the toys or dysfunctional toys caused the society, though.
It was done by a man and involves lots of math.
Except for ending slavery, the Nazis, communism, & securing American independence, war has never solved anything.
Biology influences culture. DNA makes our brains, with well-proven gender differences, and our brains lead to our culture. Our culture is created directly by our brains, and also by the interaction with other people (brains).
What do you say we go back to my room and do some math: add you and me, subtract our clothes, divide your legs, and multiply.
My Christian Comrades,
The Lord tells us that wives should submit to their husbands, and He granted men their greater ability to do math and science to help enforce this view. All of the neo-Nazi bra-burning feminists who wish to bridge this so-called "gap" are merely trying to undermine the Christian values of our nation. This is the way things are supposed to be, so there is no "gap."
Sincerely, Jake
My Fellow Mathematicians,
:)
http://www.purplemath.com/modules/bibleval.htm (cool stuff for math history geeks!)
The Calculus tells us that The Numbers should submit to their domains, and It granted mathematicians their greater ability to do math and science to help enforce this view. All of the neo-Nazi math-burning Luddites who wish to bridge this so-called "gap" are merely trying to undermine the Mathematical values of our scientific establishment. This is the way things are supposed to be, so there is no "gap.", other than the gaps between prime numbers.
Sincerely, The Troll Feeder
PS: I was going to find something witty about the bible calling pi = 3, but then I learned something new today
'We are trying to prove ourselves wrong as quickly as possible, because only in that way can we find progress.' RPF
I mean, there is this big cultural panic that women don't go into STEM and everyone wonders why. They point out that they are force fed dolls, and shows about mothering, princesses and other assorted crud, where boys are fed high strength stuff like GI Joe and Bob the Builder.
But that isnt the cause of the divide. The culture inside public schools is almost as immobile as governments, because the younger children adopt the values of the older ones to try to fit in, be cool, and seem more mature. The effect of peers on kids growing up has more profound effects than any specific media they are consuming - it is more a product of their behavior around one another than it is from what they watch on tv
I dont have any sources off the top of my head, but from other discussions on this topic, the general consensus is a home schooled boy and girl completely cut off from peer influence have absolutely no real discernible preference away from math, that statistically if you introduce math in interesting and purposeful ways, both of them can like it, and develop interests in it. There is no genetic or hormonal effect prohibiting either from developing a fascination with any particular field. So of course it is cultural, but I believe it is in the in-culture of public schooling, must less the culture of society as a whole, that keeps this problem from being dealt with.
2 != 3, so your statement is false. You should have said there are 11 kinds of people.
You failed to understand the joke. Assuming the number X uses the lexical base of Y, with Y being represented in base "ten", then (X)_Y (ie: "X" in base "Y"), then, (X)_Y = (10)_3 = "three to the first power". Therefore, gmuslera's joke means "there are three kind of people, those that understand ternary .... ". You either thought he/she meant "binary", or you don't understand ternary. Your joke "there are 11 kinds of people" would technically be correct, if the original joke referred to binary rather than ternary.
The phrase you are looking for is â feedback loopâ.
Learning HOW to think is more important than learning WHAT to think.
When I have kids of my own, I'm raising them to be math and science nerds like the old man, especially any daughters.
My experience with this is you can control which opportunities they get, but they decide what they actually like. Don't turn in the math equivalent of the screaming sports parent.
"Science flies us to the moon. Religion flies us into buildings." - Victor Stenger
This doesn't surprise me in the slightest. I've gone to many conferences for women in advanced mathematics and computer sciences and the number one thing I notice is how international they all are... even when they are supposedly for US women. I've said for years that the proof that there is no gender gap can be seen by looking at the mathematicians coming out of the former Soviet republics. Plenty of those mathematicians are women and they don't understand why so few American women enter the field.
By contrast, growing up in the US, I remember the "advanced" math groups in elementary school being pretty evenly split across genders. The disparity started increasing in junior high and was readily apparent in high school... and it wasn't because the math got harder. Many of the girls who picked up algebra quicker than most of the boys in fifth grade were opting not to take AP Calculus because "it wasn't really necessary." By contrast, a lot of the guys in the calculus classes hadn't been in advanced math before, but were taking calculus because it was "required to get in to a good school." That's not a biological difference... it's cultural. We have to stop teaching our girls that it's okay to be bad at this stuff.
Background: 1. I'm a math wunderkind (college classes in elementary school). 2. I spent ~20 years teaching math and programming to all levels of students. I read most of the study, and as far as I've been able to tell... A. They don't seem to reject the null hypothesis (Male IQ stdev ~= 16.5, Female IQ stdev ~= 13)... B. They don't seem to address my major analysis, which is differing attitudes towards risk. The best female students in the class are always the ones who do EXACTLY what you tell them to, perfectly. The best male students in a class are the ones who don't do what you tell them to, but try other things, and succeed brilliantly. C. Option 3 for reasons for variance is interest. Anyone who's ever had a boy and a girl, tried to be gender neutral with them, and watched the boy chase trucks and guns, and the girl chase dolls...there are questions of focus. D. On average, 1 of 100 guys is willing to spend 100 hour weeks trying to win. Girls have higher sanity scores. 100 hour weeks attempting to do a single thing is nuts...40-50 hour weeks is more sane, especially if you care about other things (like kids, friends, etc). however, Hours spent on a topic is roughly equal to skill. And so the insane people are the best.
Just amazing, what statements you can make about such clear data. Many, many studies to date have shown that male and female abilities in mathematics are roughly the same. Nearly as many have shown support for a higher variance amongst males, meaning there are more stupid and more brilliant men. This has been (and is) used as the explanation for the predominance of men at the very top levels of STEM fields.
So...this paper claims "greater male variability...[is] largely [an] artifact of a complex variety of sociocultural factors".
Look at Figure 1.B. in the paper and read their discussion of it. With three only three exceptions - two of which are outliers for other reasons, all of their data supports the variability hypothesis. The same can be seen in Figure 1.C - with the same three exceptions, all of the variance ratios are above 1, with an average around 1.16.
In the end, their data plainly supports the same conclusions drawn by all of the other studies. The sincere desire to reach a PC conclusion apparently blinds the authors to the plain meaning of their own data.
Enjoy life! This is not a dress rehearsal.
The article lists five hypotheses:
They claim that all but #2 are ruled out by their data. What I can't figure out is the distinction between 2 and 3. 3 is that the gap is "due to differences in opportunities available to males versus females." 2 is defined in their reference [2] http://www.jstor.org/pss/2112795 as being about access to jobs and higher education. I don't understand the distinction.
I got interested in this stuff recently because I teach physics, and our statistics showed that women had a lower success rate in our classes than men. This was kind of worrisome, since women generally do better than men in college, and women do better than men at our school in math, and in the other sciences besides physics. Turned out that if we controlled for what class they were taking, the effect vanished. Lots of women were taking the physics class for biology majors, which has a low success rate. Almost no women take the physics class fo engineering majors, which has a higher success rate. In the class for biology majors, women actually did better than men. It impressed me with how subtle this kind of thing can be.
Find free books.
There's some of that, and then there's the gross stereotyping on TV. The best thing that parents can do is keep their kids away from kids' shows (or any shows) on TV. Think about it - dads are always portrayed as bumbling nincompoops, attractive girls are either bitchy or bubbleheads, smart kids are always pencil necked geeks, and the cool people are the stupid rebels without a clue.
No wonder our kids adopt those attitudes. You want to be attractive to boys? Be a bubblehead. Want to be cool? Ditch school. GAH!
The goal of this study, AFAICT, is to prove Summers wrong in the name of PC. The fact that they mention the Summers controversy in the first paragraph kind of gives that away. Summers was talking about why 'women may have been underrepresented "in tenured positions in science and engineering at top universities and research institutions"'.
It's telling that the authors of this study chose to include data from 86 countries in order to prove their point. In fact, they choose to focus on countries like Tunisia and Bahrain to make their point. Why not the USA, where most of the people in the tenured positions are coming from? Because when they do, the best that they can come up with is a statement like this: "For example, Hyde and collaborators ([20], [25]) reported that girls have now reached parity with boys in mean mathematics performance in the United States, even in high school, where a significant gap in mean performance existed in the 1970s. Likewise, both Brody and Mills ([3]) and Wai et al. ([51]) noted a drop in nonrandom samples of students under thirteen years of age, from 13:1 in the 1970s down to approximately 3:1 by the 1990s in the ratio of U.S. boys to girls scoring above 700 on the quantitative section of the college-entrance SAT examination."
3 to 1 is still huge, and they are trying to make the case that this result might keep going until it is 1:1 like the mean result already nearly is. In fact, that the result of boys:girls in SAT score above 700 (a measure of variance) is still 3 to 1 while there is gender equality in the mean result is an indication that probably 3 to 1 is the most female favorable result that they are going to get. Because the SAT is a proxy IQ test, this is basically saying that while the mean is equal there are 3 times as many men as women in the IQ stratum from which the people who are gifted enough to enter tenured positions in science and engineering at top universities and research institutions can be drawn from.
But let's ignore that and focus on Tunisia and Bahrain, shall we?
If I have seen further it is by stealing the Intellectual Property of giants.
As for biological factors, It seems to me the distribution curve for men is flatter than for women in most things. You get more insane/evil/retarded men than women. You also get more "ultra genius" men than women.
This is one of the hypotheses explored in the study. They find no support for it.